By Sylvia Rodger, Ann Kennedy-Behr
This e-book attracts on modern occupational treatment conception and study to supply occupational remedy scholars and clinicians with a pragmatic source on enforcing career concentrated perform with young children.
every one bankruptcy has particular goals and makes use of case experiences to illustrate the scientific realities and functions of every of the subjects addressed. most sensible perform guidance are supplied in addition to a precis of suggestions drawn from the correct theories, occupational treatment philosophy and present examine. The ebook goals particularly to be perform based.Content:
Chapter 1 advent to Occupation?Centred perform with young ones (pages 1–20): Sylvia Rodger
Chapter 2 turning into extra Occupation?Centred while operating with childrens (pages 21–44): Sylvia Rodger
Chapter three baby? and Family?Centred carrier Provision (pages 45–74): Sylvia Rodger and Deb Keen
Chapter four Cultural impacts and Occupation?Centred perform with kids and households (pages 75–93): Alison Nelson and Michael Iwama
Chapter five allowing kid's Spirituality in Occupational treatment perform (pages 94–113): Imelda Burgman
Chapter 6 Occupational objective surroundings with little ones and households (pages 114–134): Nancy Pollock, Cheryl Missiuna and Sylvia Rodger
Chapter 7 Occupation?Centred overview with childrens (pages 135–159): Ted Brown and Chi?Wen Chien
Chapter eight Cognitive Orientation for day-by-day Occupational functionality (CO?OP): A Uniquely Occupation?Centred Intervention Created for kids (pages 160–182): Sylvia Rodger and Helene Polatajko
Chapter nine understand, bear in mind, Plan and practice (PRPP): Occupation?Centred job research and Intervention process (pages 183–202): Christine Chapparo
Chapter 10 Occupational functionality training: permitting mom and dad' and kid's Occupational functionality (pages 203–226): Fiona Graham and Sylvia Rodger
Chapter eleven Occupation?Centred Intervention within the university atmosphere (pages 227–247): Elizabeth A. prevent and Jill Ashburner
Chapter 12 Enablement of kid's relaxation Participation (pages 248–273): Anne Poulsen and Jenny Ziviani
Chapter thirteen Acute Hospitals: A demanding Context for Occupation?Centred perform with little ones (pages 274–297): Sylvia Rodger and Rebecca Banks
Chapter 14 permitting kid's Occupations and Participation utilizing Assistive expertise (pages 298–319): Desleigh de Jonge and Rachel McDonald
Chapter 15 determination Making for Occupation?Centred perform with youngsters (pages 320–341): Jodie Copley, Sally Bennett and Merrill Turpin
Read Online or Download Occupation-Centred Practice with Children: A Practical Guide for Occupational Therapists PDF
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Additional resources for Occupation-Centred Practice with Children: A Practical Guide for Occupational Therapists
Occupational therapy without borders: Learning from the spirit of survivors. London, UK: Elsevier, Churchill Livingstone. Larson, E. A. (2004). Children’s work: The less considered occupation. American Journal of Occupational Therapy, 58, 369–379. , & Baum, C. (1998). Evidence based practice. Canadian Journal of Occupational Therapy, 65(3), 131–135 (Special Issue). , & Letts, L. (1996). The person– environment–occupation model: A transactive approach to occupational performance. Canadian Journal of Occupational Therapy, 63, 9–23.
The latter involves using assistive devices, teaching alternative or compensatory strategies and modifying physical or social environments. The AOTA Commission on Practice (2008) classiﬁcation of intervention approaches as either health promotion, 36 ■ Occupation-centred Practice with Children compensation or adaptation or disability prevention focuses on occupation as ends mostly through occupation-based activity. In contrast, remediation or restoration focuses on means through the use of preparatory methods and purposeful or goal-directed activities.
Other proponents of a ‘top-down’ approach when working with children (Marr, 1999) purport that this way of working: (1) sends a message to parents, teachers and other team members about the full scope and depth of occupational therapy practice; (2) focuses assessment necessarily on a broad range of issues, roles and areas of performance, communicating that our scope of practice extends beyond components such as sensory processing and ﬁne motor abilities and encompasses play, socialisation, selfcare and classroom skills; and (3) manifests the uniqueness of occupational therapy intervention as practitioners routinely focus on the roles, contexts and priorities of clients.